Danielle's Final Report 2015

EDUC 405/406 Final Report—Student Teacher Form 10.30.14
FACULTY OF EDUCATION
Professional Programs
EDUCATION 405/406
FINAL EVALUATION REPORT
Student Teacher Form
Student’s Surname Ling First and Middle Names Danielle
Student Number 301182278
Grade Level(s) / Subjects Taught K/All School Cedar Drive Elementary School
School District SD43 Coquitlam Semester Spring 2015
Faculty Associate Jill Gorsic School Associate(s) Katie Zilkowsky,
Karolin Phillips
Please sign
___Jill Gorsic___________ _________April 16, 2015______
Faculty Associate Date
_____________Katie Zilkowsky, Karolin Phillips__________
School Associate
_____________Danielle Ling____________
Student Signature
Return to: Professional Programs, Faculty of Education, Simon Fraser University, Burnaby, BC V5A 1S6

Education 405/406 FINAL EVALUATION REPORT
This evaluation report provides a record of the student’s growth and development
towards professional competence in Education 405/406 as articulated in the Professional
Programs Goals.
_________________________________________________________________________
Placement Context:
(Briefly describe the setting for this practicum.)
I completed my practicum at Cedar Drive Elementary in Port Coquitlam. The
school consists of over 250 students from K-Grade 5. The school has a strong
community/PAC support team. My Kindergarten class consists of 22 students, 13
girls and 9 boys. There is a full time SEA that supports a boy with Autism. The
class also has an Aboriginal student designated with Category D.
A. The Student Teacher As A Growing Professional
Goal 1: The development of a clear, coherent and justified view of education;
Goal 2: The development of a clear commitment to lifelong and life-wide learning;
Goal 3: The development of a clear commitment to uphold the principles that should govern a
democratic and pluralistic community;
Goal 4: The development of a clear commitment to maintain ethical and functional working
relationships with all members of the educational community; and
Goal 5: The development of knowledge about curricular content, educational theory and
effective practice:
I value the importance of the place of education as contributing to the creation of
an open, pluralistic and caring society, as well as showing my vision of what one
can achieve as an educator. Evident of this is my willingness to show care and
connect with students. My interaction with the students comes naturally. For
example, I converse with them about their hobbies and interests, I help open
snacks at recess and lunch, and I make sure they are engaged in my lessons. I
help them with reading, writing, singing, playing, drawing, painting, etc. I use
encouragement and praise to build their self-esteem as children with high self-
esteem will reach their optimum learning potential.

I value the development of a clear commitment to maintain ethical and functional
working relationships with all members of the educational community that is
responsive to feedback and constructive criticism. I am willing to apply feedback
and advice to enhance classroom practice. I am open to suggestions and feedback
in my teaching practices. For instance, I use different strategies for managing
students on the carpet. It is important to learn from observing others and
incorporate strategies into your own teaching. For example, when students are off
task, the teacher uses positive reinforcement. I model that reinforcement in my
teaching to see if it works well with my lessons. For example, when a student
shows me that they are exceeding expectation on their work I will praise that
student and show the whole class what he or she did.
I value collaboration and open dialogue. I demonstrate this through on-going
emails, text messages, discussions, asking questions, and giving feedbacks.
During my TOC day I communicated and collaborated with my TOC and student
teacher. I left a detailed schedule, communicated over the phone, and gave my
expectations. I connected with students, colleagues, staff, and parents. For
example, during free time I observe different classrooms.
I value the importance of a clear commitment to maintain ethical and functional
working relationships with all members of the educational community that results in
an increasing level of personal resilience. I participated in coaching the grade 5
basketball team and judged grade 4 and 5 public speaking. I participated in school-
wide activities such as, Monday Morning Song, Bounce to the Bell, Tokens, Pink
Shirt Day/Run, and Jump Rope for Heart.
I value the importance of giving clear step-by-step instructions. I acknowledge and
show gratitude towards students that model my expectations. I use the think, pair,
share strategy to keep conversations flowing, and I use wait time until ready to give
instructions. During an art lesson I demonstrate the activity by showing students
how to do it. This helps them visualize what they have to do.
I value the importance of proactive classroom management. Management and
discipline is paramount. Kindergarten is the foundation stage where children are
just beginning to read and write. As an educator it is important that we establish
that foundation to meet learning potential. I show this by setting clear expectations
and use effective management strategies such as singing, clapping, ringing the
drum, and counting down. I thank students who are sitting quietly and praise good
behaviour verbally. This gets students’ attention and therefore reinforces that
behaviour. I learned that using a non-verbal approach to management works best
and it is proactive. I learned that using gestures, such as putting your finger on
your mouth and raising your hand, are the best way to remind the class to stay
quiet. Some students will model that behaviour. Evidence of this is when I look at
students in the eye and say, “I like how so and so is sitting quietly, hands in their
lap and looking right at me” or “I want to see so and so’s beautiful eyes”, etc.

B. The Student Teacher and the Pupils
Goal 6: The development of the clear commitment to respect and celebrate students; and
Goal 7: The development of the ability to create a caring, cohesive community of learners.
I recognize the importance of making connections with each student in my
classroom. I show care for each individual student and their development. For
example, I do this by knowing their names, using their names, smiling at them,
laughing with them, greeting them good morning and goodbye, looking them in the
eye, showing affection, and getting on their level. This is evident in how I use body
language and how I speak to them. I have a positive tone in my voice, a calm
expression, and a heart-warming energy that makes students feel safe. During a
read-a-loud, students feel comfortable and are engaged. During breaks and
transition I sing and dance with my students. I make sure every student is on task
by giving feedback and guidance. When a student is meeting or exceeding
expectations I make sure they get noticed by using praise.
I value the importance of reflection and observation. I reflect on my own practices
in school and in the classrooms. I observe students, teachers, parents, and staffs. I
observe their behaviour, teaching styles, management, and their interaction within
the community. I am aware of my own practices and recognize my own strengths. I
have a strong sense of self-awareness and it reflects in my writing, my actions, and
my teaching. Evidence of this can be found in my journals, post conference
summaries, feedback, the midterm report and my experience. For example, I took
notes on how teachers delivered their lessons, their classroom management, and
what they did during transitions. I wrote down their routines, daily schedule, and
what they say when they are teaching. I observe students on how they work
independently and collaboratively. I kept journals, logs, and notes of student in my
class.
I value the importance of creating a caring and cohesive community of learners
that places students at the centre of decision-making. In my lessons, I have found
ways to incorporate activities that center students to make decisions. For example,
during 100th
day I had stations of activities for students to choose from. The types
of activities I planned were; “making 100 out of sand”, “building a structure using
100 cups”, “what you will look like in 100 years”, “counting 100 kernels”, and
“crown making”. I also had students guess which jar of candies had 100 in them. I
let students choose what they want to do during centers. Students get to choose to
read a book or do a puzzle when they finish their work. Options allow students to
keep learning and growing. During quiet time, I provide a variety of colouring
sheets for students to work on, they also have a choice to read, use play-doh, and
take out their quiet time bin. During carpet time, calendar, and story students get to
choose what book they want to read, what toys they want to share, and who they

want to sit with on the bench (if they are the special helper). During lessons and
activities students often have other ideas and I allow them to step outside the box
and be creative.
The Student Teacher and the Curriculum
Goal 8: The development of the ability to create opportunities for learning;
Goal 9: The development of the ability to blend theory and practice in well-organized ways; and
Goal 10: The development of ability to use assessment and evaluation practices in a thoughtful
and ethical manner.
I truly value the importance of blending theory and practice in well-organized ways.
I have shown great strengths in my ability to be organized. I have the ability to
keep track on my assignments, journals and day planners, as well as prepping for
lessons. I critically examine my own practice and experience. Evidence of this
reflects in my journals, post conference summaries, lesson plans, and midterm
report. I am constantly thinking about my practice as a student teacher and I am
always thinking of ways to improve my practice by doing more research and
communicating with others.
I value the importance of creating opportunities for learning. I did the Marshmallow
Challenge with the grade 4s and 5s at my school. I presented the lesson clearly
and confidently. I was able to manage groups of students and I gave feedback and
support. The students learned team-building strategies and skills. In Kindergarten, I
taught a community lesson involving chefs, police officers, and firefighters. I made
big book songs for 100th
Day and farm unit. During my school community unit, I
took the class for a tour around the school. My nature lesson was a success as my
students experienced nature using all their senses. My best center ideas were; the
beauty salon, bowling, arts and crafts, water table, farm center, Lego movie center,
painting center, watercolour and milk center, and seashell center.
I took advantage of teachable moments and connecting back to the lessons. I used
a talking stick to connect with Aboriginal Education. Students sit in a circle and use
the stick to communicate and present ideas. By doing so, students remember what
they learned, and this is a way of assessing their thinking and learning.
I value the importance of presenting clear and simple instructions. I give step by
step instructions during my lessons and remind them what to do during the activity.
I am able to show an example of the activity and demonstrate it. Giving clear step-
by-step directions saves a lot of time and it helps students focus on their work. I am
aware how much information students can take-in at one time and the various
modes of presentation. It is important to use different strategies to present steps of
instruction such as visual, hands-on demonstration, auditory, etc.

I recognize and understand the different modes of assessment. I designed rubrics,
checklists, observation logs, and anecdotal assessment. I assessed students in
Math, Social Responsibility, and Social Studies and helped with report cards. I
spent one-on-one time with each student to assess their learning in letter and
number recognition. It is amazing to see what students can accomplish within a
short period of time. Teachers support each student with their learning and the use
of assessments lets us know where the students are at in their learning curve.
I value the importance of the curriculum. Elementary school is a critical time for
physical and mental growth. Young children are often curious and they want to
learn. As adults, we do our best to guide their learning and help them become
successful, especially in reading and writing as it is essential in life. Each student in
my class has a unique ability when they process information and they vary in how
they show their work. As a teacher, it is important to keep learning how to create a
curriculum that relates to a child’s developmental need. For example, I worked
one-on-one with an Aboriginal student who is designated with Category D. I
focussed my attention with her in a quiet space. I helped her with colouring and
printing.

D. Summary and concluding comments.
In January, I was part of a group of student teachers that nervously wondered what
the next four months had in store for us. Upon entering Cedar Drive Elementary, I
planned units intensively and only imagined who my students would be and what
they would be like. For weeks I have been prepping and itching to get a taste of
real life teaching. I could not wait to get started and to complete my practicum once
and for all. Though it felt like the end was still light years away. Being a student
teacher has been a wonderful experience for me. I love being in the classroom with
the students and helping them learn. It is a rewarding experience helping children
of all ages. I truly have grown as an individual and as a future educator. The
learning has just begun.

Addendum: Program Goals
A. The Student Teacher As A Growing Professional
Goal 1: The development of a clear, coherent and justified view of education:
 That demonstrates understanding of the place of education as contributing to the creation of an open,
pluralistic and caring society;
 That articulates the content, methods and institutional arrangements that are relevant, worthwhile and
appropriate for the education of children;
 That speaks to a personal vision of what one can achieve as an educator;
 That is continually and consciously reshaped through experiences with a variety of learners in a range of socio-
cultural contexts;
 That is informed by understanding of the historical and contemporary legacies of imperialism and colonization
on the education system of British Columbia;
 That realizes the powerful, and sometimes negative, impact that our Eurocentric education system has had,
and continues to have, upon students.
Goal 2: The development of a clear commitment to lifelong and lifewide learning:
 That manifests in openness to considering alternatives and possibilities;
 That is rooted in the development of reflective capacities;
 That engages in the wide range of subject-based practices that inform the practice of teaching;
 That is demonstrated in the ability to form and reform ideas, methods, techniques;
 That upholds standards of excellence inherent in various forms of inquiry;
 That sets an example for students and stimulates them to be continuous learners.
Goal 3: The development of a clear commitment to uphold the principles that should govern a democratic and
pluralistic community:
 That is sensitive to the position of privilege, power, and trust in which teachers are placed;
 That recognizes that teachers are role models who are rational, reliable, responsible and responsive;
 That is demonstrated by thoughtful and self-initiating behaviour that is reflective, positive in outlook, genuine,
non-defensive and non-judgmental.
Goal 4: The development of a clear commitment to maintain ethical and functional working relationships with all
members of the educational community:
 That is open and responsive to feedback and constructive criticism;
 That is demonstrated through significant, on-going dialogue and collaboration with colleagues, students,
parents and others in the educational community;
 That show care and respect for every student;
 That is authentic, transparent and honest;
 That communicates openness to other worldviews, belief systems and points of view;
 That reflects humility and consideration for others;
 That results in an increasing level of personal resilience.
Goal 5: The development of knowledge about curricular content, educational theory and effective practice:
 That demonstrates the ability to communicate effectively in English or French;
 That demonstrates the ability to understand and work with subject-specific content seen through Canadian,
Indigenous and global lenses;
 That sees opportunities for cross-curricular and cross-cultural connections;
 That is cognizant of how individuals and groups of students learn;
 That demonstrates understanding and ability to create purposeful, contextually-relevant lesson and unit plans;
 That is aware of current, and varied, evaluation and assessment practices;
 That is rooted in a strong sense of what is best for particular students in particular situations

B. The Student Teacher and the Pupils
Goal 6: The development of the clear commitment to respect and celebrate students:
 That demonstrates respect and dignity for students as persons with varied interests, needs, backgrounds,
points of view, plans, goals and aspirations;
 That demonstrates care for students and their individual development;
 That celebrates the diversity in our classrooms, schools and communities;
 That demonstrates the understanding of how Indigenous epistemologies and pedagogies create opportunities
to meet the needs of all learners;
 That demonstrates the ability to observe, understand and respond respectfully to all students: including
students with developmental disabilities, students for whom English or French is an additional language, and
students of Aboriginal ancestry.
Goal 7: The development of the ability to create a caring, cohesive community of learners:
 That places students at the centre of decision-making;
 That communicates openness;
 That demonstrates tolerance for uncertainty;
 That celebrates and appreciates the spirit of inquiry;
 That demonstrates the ability to be a thoughtful and sensitive observer of what goes on in the classroom.
C. The Student Teacher and the Curriculum
Goal 8: The development of the ability to create opportunities for learning:
 That access and engage students' ability to think and learn through their minds, bodies, and hearts;
 That are significant, relevant and matched to students’ intellectual, physical, social, emotional, aesthetic and
vocational development;
 That are responsive to students’ individual learning needs;
 That are consistent with learning objectives and the principles of learning described in provincial integrated
resource packages;
 That utilize relevant learning resources and technologies;
 That are conducive to the development of critical thought processes;
 That are sensitive to issues of social equity and cultural diversity;
 That incorporate assessment as foundational in planning.
Goal 9: The development of the ability to blend theory and practice in well-organized ways:
 That relies on the ability to critically examine one’s own practices and experiences;
 That includes the ability to recreate, re-invent, re-constitute or discard practices that have been tried and
found to be ineffective to individual and/or group learning needs;
 That encourages interpersonally sound working relationships among students;
 That motivates students to take ownership of their learning;
 That cultivates a disposition towards inquiry in the classroom.
Goal 10: The development of ability to use assessment and evaluation practices in a thoughtful and ethical manner:
 That make use of varied practices of assessment that are congruent with learning goals;
 That respect the dignity of each learner;
 That acknowledge the personal, relational, social and cultural perspectives that frame evaluative commentary
on student growth and development;
 That demonstrates the understanding that assessment, in its many guises, is foundational to effective and
powerful learning.

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